Rhythm and reading development in school-age children: a longitudinal study

被引：58

作者：

David, Dana ^{[1
]}

Wade-Woolley, Lesly ^{[1
]}

Kirby, John R. ^{[1
]}

Smithrim, Katharine ^{[1
]}

机构：

[1] Queens Univ, Fac Educ, Kingston, ON K7L 3N6, Canada

来源：

JOURNAL OF RESEARCH IN READING | 2007年 / 30卷 / 02期

关键词：

D O I：

10.1111/j.1467-9817.2006.00323.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Rhythm production in 53 children in grade 1 was investigated as a predictor of reading ability in the same children in grades 1-5. This paper reports the results of correlations and hierarchical regression analyses, controlling for shared variance between phonological awareness and naming speed. Rhythm was correlated significantly with both phonological awareness and naming speed. Rhythm predicted significant variance in reading ability at each grade level. Once phonological awareness was controlled, however, rhythm was a significant predictor only in grade 5. When naming speed was controlled, rhythm predicted unique variance in reading ability in grades 2, 3 and 5. Implications for the relationship between rhythm and the development of reading skills are discussed.

引用

页码：169 / 183

页数：15

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